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• VCNRC025

  Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages

  Elaborations

  • playing matching games with word cards, for example, days of the week, months, seasons or vocabulary associated with weather
  • translating simple sentences, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English
  • translating signs or phrases in familiar contexts into English, for example, street signs, addresses, food labels, noting that some signs and symbols are universal, for example, the ‘stop’ sign

  VCNRC025 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Translating

• VCARU013

  Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities

  Elaborations

  • learning frequently used words related to the home and school environment, for example,

    بيت؛ عائلة؛ أب؛ أم؛ إخوة؛ معلمة؛ مدرسة؛ حصّة؛ صف؛ كتاب؛ دراسة؛ فرصة؛ وقت فراغ؛ ايام الأسبوع

  • understanding the effect of word order in phrases and sentences, for example,

    الجملة الفعلية: كتب الولد القصة؛ جاءت البنت إلى المدرسة؛ يعمل أبي في المطار

  • recognising the different parts of speech and categorising words into groups, for example, الاسم؛ الفعل ؛ الصّفة؛ الحرف
  • recognising definite and indefinite articles with nouns and knowing that nouns have a gender, for example, تلميذ/التلميذ؛ مُعلّمة العلوم؛ المعلمة
  • understanding that adjectives have a gender and that they follow the noun and its gender, for example, الأب حنون؛ الأم جميلة؛ الكرسي كبير؛ الطاولة صغيرة
  • describing aspects of own daily activities, using simple present tense verbs, for example, أستيقظ في الصباح؛ اتناول الفطور؛ أستقلّ الباص؛ أدخل الصف؛ أكمل الواجب؛ ألبس ثيابي
  • understanding and using simple verbs to express likes and dislikes, for example, أحب طعام أمي؛ لا أحب الأكل السريع؛ أحب الرياضة ولا أحب الرسم
  • using demonstrative pronouns to identify people, objects or animals, for example, هذا كتاب؛ هذه مسطرة
  • using singular possessive pronouns, for example, بيتي؛ سريري؛ معلمتي؛ غرفتكَ؛ كتابكِ؛ حقيبتها؛ دفتره
  • using singular personal pronouns, both masculine and feminine, with appropriate simple present tense verbs to describe aspects of home or school life, for example, تحبّ أمي العمل؛ هي نشيطة؛ يحب أبي الطبخ؛ هو ماهر
  • understanding and responding to basic familiar instructions using imperatives, for example, إفتح الباب؛ أجلس في مكانك؛ لا تتكلم دون إذن؛ نظّف غرفتك؛ اكمل عملك
  • exploring the use of simple conjunctions such as و؛ أو؛ أيضا؛ كذلك
  • using adverbs of place and time to expand expression, for example,

    باكراً؛ صباحاً؛ بعيداً ؛ قريباً؛ شرقاً؛ غرباً

  • understanding and using singular nouns and regular plural noun endings in masculine and feminine forms, for example, معلم/معلمون؛ معلمة/معلمات؛
  • expressing negation in simple sentences, for example, لا أحب السفر؛ ليس لدي إخوة
  • using a range of adjectives in singular form to describe appearance, feelings and personalities, for example,

    أمي طويلة وأبي وسيم؛ صديقي سعيد ومعلمتي حزينة؛ أخي ظريف وأختي مزعجة

  • using past tense verbs to recount events related to home and school contexts, for example,

    قدمت فرضي للمعلمة؛ تأخرت عن الدرس؛ نمت متأخرا؛ نسيت كتبي في البيت

  • understanding and using simple question words in their interactions with peers, for example,

    متى أتيت إلى البيت؟ من أعدّ لك الفطور؟ ماذا احضرتِ للغداء؟ كيف أتيت إلى المدرسة؟

  • developing knowledge of cardinal and ordinal numbers to describe time and date, for example, (آذار) الساعة الواحدة ظهراً؛ اليوم السادس من إبريل (نيسان)/اليوم أربعة مارس
  • applying rules of present tense verb conjugation when speaking to peers and the teacher, for example,

    أنتَ تدرس كثيرا؛ أنتِ تلعبين مع غيري؛ أنتم تلاميذ مجتهدون

  • building metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, and groups of pronouns, adverbs or adjectives

  VCARU013 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU240

  Explore assumptions and challenges for language use in new environments, identifying and comparing ways in which sensitive topics are introduced and discussed across languages, for example, comparing the Chinese custom of asking direct questions about age, income and other personal matters with...

  Elaborations

  • recognising clichés, examining cases of ‘breaking’ a cliché and the impact it might have, such as 脑筋建转弯 questions
  • identifying how language use can be varied for different participants in different contexts, for example, the use of slang and abbreviations between teenagers
  • using classical terms and expressions including 成语、歇后语、俗语 appropriate to context, such as using 亭亭玉立 to describe young girls
  • discussing ‘taboo’ terms across languages, and using terms suitable for the context, such as different words for 死 (‘to die’), for example, 驾崩 (皇帝)、 仙逝 （长辈 ) 、去世（一般人) 、香消玉殒 (女性)

  VCZHU240 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCSSU092

  Cells are the basic units of living things and have specialised structures and functions

  Elaborations

  • examining a variety of cells using a light microscope, by digital technology or by viewing a simulation
  • distinguishing plant cells from animal and fungal cells
  • identifying structures within cells and describing their function
  • recognising that some organisms consist of a single cell

  VCSSU092 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• VCHHK148

  Effects of World War II, with a particular emphasis on the changes and continuities brought to the Australian home front and society

  Elaborations

  • categorising and organizes the effects of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls such as conscription, manpower controls, rationing and censorship
  • investigating the effects of World War II at a local and national level, for example, significant events such as the bombing of Darwin, the Japanese submarine attack on Sydney, the sinking of ships off the Australian coast, the ‘Battle of Brisbane’, the Cowra breakout and the Brisbane Line

  VCHHK148 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War II

• VCEBR011

  Examine the ways consumers and producers respond to and influence each other in the market, particularly through price mechanism

  Elaborations

  • investigating how consumers rely on businesses to meet their needs and wants
  • identifying and creating a list of who is involved in the market system in Australia
  • explaining the influence of buyers and sellers on prices and how markets enable the distribution and allocation of resources, including examining how businesses answer questions of what to produce, how to produce and for whom to produce
  • examining how businesses respond to the demands of consumers, such as preferences for healthy options, environmentally friendly packaging or organic food
  • considering how consumers might influence producers in other countries to provide goods and services, such as those in the Asia region
  • describing how goods and services are produced

  VCEBR011 | The Humanities | Economics and Business | Levels 7 and 8 | Resource Allocation and Making Choices

• VCAMAR039

  Identify specific features and purposes of media artworks from contemporary and past times, including media artworks of Aboriginal and Torres Strait Islander Peoples, to explore viewpoints and enrich their media arts making

  Elaborations

  • surveying the history of television programming in both public and private sectors, commenting on the differences between contemporary and historical examples.
  • comparing a media artwork such as an animation from a sole producer and an international organization, commenting on differences in style
  • analysing the role of media artworks and media artists in transmitting cultural information to create awareness of contemporary issues, including those of Aboriginal and Torres Strait Islander media artists
  • conducting a case study of how the story from a Hollywood blockbuster film is adapted across media platforms to reach different audiences, for example, games players, social media users, television viewers
  • evaluating how the meanings of media artworks can vary for different audiences and in different contexts for example, the different meanings of media artworks produced for live concerts compared to those produced for viewing online.

  VCAMAR039 | The Arts | Media Arts | Levels 7 and 8 | Respond and Interpret

• VC2M4ST03

  conduct statistical investigations, collecting data through survey responses and other methods; record and display data using digital tools; interpret the data and communicate the results

  Elaborations

  • creating a survey to collect class responses to a preferred movie choice, and recording data responses using spreadsheets; graphing data using a column graph or other appropriate representations; and interpreting the results of the survey and reporting findings back to the class
  • conducting a statistical investigation and acquiring data from different online sources; for example, using online query interfaces to select and retrieve data from an online database such as weather records, data frequency mapping software such as Google Trends, or the World Health Organization
  • investigating different contexts in which statistical investigations can take place and the types of questions to ask to collect data relevant to the context; for example, investigating supermarket customer complaints that breakfast cereals with the most sugar are positioned at children’s eye level, discussing what questions they would need to ask and answer

  VC2M4ST03 | Mathematics | Mathematics Version 2.0 | Level 4 | Statistics

• VCLVU163

  Distinguish and produce the speech sounds of the language, understanding how these are represented in writing

  Elaborations

  • identifying meaningful sounds, syllables and morphemes in words and phrases
  • confirming sound–symbol correspondences in the language by reading syllables, morphemes and words for meaning
  • using conventions of the written language, for example, punctuation, capitalisation, diacritics, digraphs, to support links with the spoken language
  • identifying morphemes, words and phrases in speech and matching these with their written forms
  • paying attention to consistency in the spelling of the language, with direct reference to the sound system of the language
  • noticing variations in pronunciation of the same word by different speakers and discussing whether this can be reflected in the spelling of the word
  • recognising that in some cases the original sound/parts of the sound of some words in the language may be unknown, considering possible reasons for this
  • understanding that other languages may suggest historical pronunciations for the language
  • learning that very similar languages may have different spelling systems, and how this may mask similarities of their sound systems
  • recognising which speech sounds are not typical for the language, and which sounds are very common, identifying where these can occur in words
  • using knowledge of sound–symbol correspondences to read familiar and new words out aloud from their written forms
  • noticing the various roles of the speech organs in the production of sounds in the language, and comparing these with English and other known languages

  VCLVU163 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Systems of language

• VC2M8M07

  use mathematical modelling to solve practical problems involving ratios and rates, including distance-time problems for travel at a constant speed and financial contexts; formulate problems; interpret and communicate solutions in terms of the situation, reviewing the appropriateness of the model

  Elaborations

  • modelling simple motion problems, finding one of distance travelled, time taken or average speed, given the other 2 quantities
  • modelling and solving problems related to situations such as scales on maps and plans, the mixing of chemicals or ingredients, or calculating magnification factors applying relevant ratios and proportions
  • modelling problems involving converting money amounts using different exchange rates and applying them when planning and budgeting for overseas travel
  • modelling situations involving financial contexts (for example, income tax, using taxation rates on annual income, comparing different taxation brackets and rates of pay) or comparing the benefits of different phone plans using different call rates and associated fees to determine the best plan
  • modelling situations involving the use of ratios in radiocarbon dating methods, including the ratio of carbon-14 to carbon-12 isotopes in organisms, to measure dates of Aboriginal and Torres Strait Islander Peoples’ habitation on the Australian continent
  • modelling situations involving ratio and its application in the making of string and cordage by Aboriginal and/or Torres Strait Islander Peoples, including the ratio of length to the mass of a rope, the strength of the ply in proportion to a rope’s pulling force, and the proportion of fibre for the length of string required

  VC2M8M07 | Mathematics | Mathematics Version 2.0 | Level 8 | Measurement

• VC2M3ST01

  acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods, including frequency tables and spreadsheets

  Elaborations

  • using efficient ways to collect and record data (for example, written surveys, online surveys, polling the class using interactive digital mediums) and representing and reporting the results of investigations
  • developing questions of interest and using surveys, observations or experiments to collect categorical, discrete numerical or qualitative data sets and discussing what kind of data can be used to help inform or answer the question in a statistical investigation
  • using lists, tallies, symbols and digital data tables to record and display data collected during a chance experiment, for interpretation
  • using different online sources to access data; for example, using online query interfaces to select and retrieve data from an online database such as weather records, data frequency mapping software such as Google Trends, or the World Health Organization
  • using software to sort and calculate data when solving problems; for example, sorting discrete numerical and categorical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and the summation (‘sum’) function in spreadsheets to calculate total frequencies of collected data

  VC2M3ST01 | Mathematics | Mathematics Version 2.0 | Level 3 | Statistics

• VC2M6ST03

  plan and conduct statistical investigations by posing and refining questions to collect categorical or numerical data by observation or survey, or identifying a problem and collecting relevant data; analyse and interpret the data and communicate findings within the context of the investigation

  Elaborations

  • selecting and using appropriate peripherals; for example, using a scientific probe to collect data about changing soil moisture for plants, interpreting the data and sharing the results as a digital chart
  • using a spreadsheet to record and analyse data, recognising the difference between cell formats in spreadsheets; for example, changing the default general format to numerical, text or date as needed
  • investigating the daily water usage by a student in the home compared to the World Health Organization claim that between 50 and 100 litres of clean water is needed per person per day
  • collecting sample sets of ‘discrete numerical data’ (for example, the number of cars or pets in a household), where the class is surveyed, then other classes are surveyed, and data is analysed and compared, discussing findings
  • collecting ordinal categorical data through the use of a survey; for example, surveying each member of the class, by asking them to indicate their preference on a five-point scale for a particular graphic and colour combination of a proposed school logo
  • collecting ordinal data for ranking nominees for school captain with respect to several criteria, contrasting the use of a five-point scale compared with using a four-point scale

  VC2M6ST03 | Mathematics | Mathematics Version 2.0 | Level 6 | Statistics

• VCELA015

  Respond to images, objects and the spoken word

  Elaborations

  • experiencing different text types, genres and modes
  • reacting to objects and sounds in their environment
  • noticing objects and sound in their environment
  • turning attention towards another person or action of another person
  • showing interest in photographs of familiar objects and people
  • observing objects being represented by an image or spoken words

  VCELA015 | Curriculum content | English | Level A | Writing | Language

• VCGGK094

  Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on the environmental characteristics of Australian places

  Elaborations

  • identifying how Aboriginal and Torres Strait Islander communities altered the environment through their methods of land and resource management
  • exploring the extent of change in the local environment over time, through for example, vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations or mining

  VCGGK094 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• VCELY012

  React to a range of texts including visual, audio and print text

  Elaborations

  • experiencing multimodal texts and discussions on their meaning and characteristics
  • using sounds, gesture and facial features in response to their environment
  • reacting to interactions, experiences and activities

  VCELY012 | Curriculum content | English | Level A | Reading and Viewing | Literacy

• VCMSP149

  Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies

  Elaborations

  • exploring meaningful and increasingly efficient ways to record data, and representing and reporting the results of investigations
  • collecting data to investigate features in the natural environment

  VCMSP149 | Mathematics | Level 3 | Statistics and Probability | Data representation and interpretation

• VCNRC088

  Interact in class routines and exchanges by asking and responding to questions, following instructions and seeking help and permission

  Elaborations

  • asking and responding to questions relating to the learning environment
  • interacting in classroom routines by following instructions
  • using formulaic language to ask permission
  • responding to questions

  VCNRC088 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCCCG009

  Describe the roles and responsibilities of the three levels of government, including shared roles and responsibilities within Australia's federal system

  Elaborations

  • clarifying the roles and responsibilities of the three levels of government (local, state/territory and federal)
  • identifying instances where there may be multiple levels of government involved, for example in relation to the environment such as management of the Murray-Darling river system

  VCCCG009 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Government and Democracy

• VCCCTQ064

  Use past experience to inform choice making and responses

  Elaborations

  • reacting to sensory input in the environment and using personal preference to make choices
  • beginning to match things that are the same and developing consistency in reactions and responses
  • becoming familiar with everyday routines and responding to basic familiar routines, environmental changes and people

  VCCCTQ064 | Capabilities | Critical and Creative Thinking | Level B | Questions and Possibilities

• VCEALL598

  Attempt paragraphs and topic sentences

  Elaborations

  • grouping related information and sentences together to create a basic paragraph, though ideas may not be sequenced clearly within the paragraph
  • writing a topic sentence making a statement about a key idea, for example ‘Cars are bad for the environment’

  VCEALL598 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features